Report Cards and the Grading Process

How is it done with a curriculum based on standards and benchmarks?

Standards are general organizing topics such as Using the Writing Process.

Benchmarks are defined as: What students should know and be able to do at a particular grade level.

Our curriculum is based on grade level benchmarks that define what students should know and be able to do at each grade level. When students meet the criteria set for that grade for a particular standard or benchmark, they earn a 3. This is the expected grade. We do not grade students based on comparisons with the other students in the class, but rather whether they are meeting the benchmarks. It is possible for every student to earn a 3 if he or she has demonstrated competency on the grade level benchmarks. For students who enter with little English, this will take them longer as they must also master English. We have programs to give them the extra help they need. We also provide help for students who are struggling and need extra attention.

LIFE SKILLS

Participation

Engages in tasks and discussions even when the answers/solutions are not immediately apparent ( e.g. students keep trying even when something is difficult, they persevere, tackle a difficult task one small goal at a time, talk to someone who will motivate them if they are discouraged, visualize success )Follows directions

Works independently

Work Completion

Completes homework and class work in a timely manner (e.g. students hand work in on time)

Uses organizational skills, plans effectively and is prepared for class (e.g. students bring materials to class, are ready to work when class begins, use time management to organize long term assignments or class projects)

Work is legible and neatly done (e.g. handwriting can be read, material is organized so that it can be understood by someone else)

Seeks accuracy (e.g. students recheck work before turning it in without being reminded, estimate answers in math to make sure that answers make sense, question tv advertising or statements that don’t seem right, reread directions)

Behavior

Cooperates with and respects adults and fellow students

Evaluate the effectiveness of own actions (e.g. they reflect on mistakes and learn from them, think about how what they do is effecting others, know when they do a good job, they think about why it went well, ask what they could do differently/the same)

Responds to feedback (e.g. they change their behavior based on suggestions from the teacher, parent or other coaches, are open to suggestions rather than being defensive or ignoring them)

Seeks clarity (e.g. they ask questions if they don’t understand, ask for more information when somethingsounds too good to be true, try to repeat what someone is saying to help understand it)

Is sensitive to the feelings and level of knowledge of others (e.g. they put themselves in the other person’s shoes, understand when others don’t have the same level of knowledge about something such as a student who is just learning English or a younger student or a new student, understand that students from different cultures have different traditions and ways of acting, are open to the opinions of others even when they are different from their own, try not to hurt others’ feelings and apologize without being prompted if they do hurt someone’s feelings)

Takes a position when there is information to support it (e.g. they understand how to express an opinion , express their opinions and defend them with information that supports their view, resist peer pressure to do something they know is not right, ask themselves, “What do I need to know before I take a position,” ask others what facts or information supports their views)

Information for Parents

Many of these life skills are habits of mind that help students develop critical, creative and self-regulated thinking. You can help us reinforce these skills at home. If your children are working on a difficult project, encourage them to keep trying rather than giving up. While listening to TV advertising, challenge them to find problems with the claims companies make. Make sure they recheck their homework before putting it away. Help them learn from mistakes by asking what they would do differently the next time. Take time to problem solve with them rather than just saying “no.” Help them to stay positive and set goals rather than getting discouraged. Plan independent play with other kids rather than all adult planned and supervised activities. (This is critical for little ones to develop self-regulated thinking and restraining impulsiveness.) Practice paraphrasing. Help them to give “I messages,” such as “I feel unhappy when you say you won’t play with me.” Use the dinner table as a great place to talk about opinions and challenge them to give support for them. Obviously, these skills become more sophisticated and better developed as students progress through the grades, but if we all work toward developing them in our children, they will have some excellent habits of mind important to everyone as they become adults.

LANGUAGE ARTS

Writing

Research/Information Organization: record ideas or information, gather, plan and organize information in different ways

Drafting/Revising: Find and use various ideas to develop a story or informational piece. Reread a draft and make improvements that help it send the message more effectively.

Writing Modes: Use different formats depending on the intention. (e.g. Narrative, Personal Narrative, How To, Non-Fiction)

Audience/Purpose: Write to convey a message to a specific group of readers

Please Note: These are generic to all grade levels. Teachers will be more specific as to what your children are working on in their specific grade levels.

Obviously, these skills become more sophisticated and better developed as students progress through the grades, but if we all work toward developing them in our children, they will have some excellent habits of mind important to everyone as they become adults.